How are knowledge structures of pre-service biology teachers on
“Organic” concept?

J 2014

How are knowledge structures of pre-service biology teachers on “Organic” concept?

KOKSAL, Serdar, Esra FIRAT a Milan KUBIATKO

Základní údaje

Originální název

How are knowledge structures of pre-service biology teachers on “Organic” concept?

Autoři

KOKSAL, Serdar (792 Turecko), Esra FIRAT (792 Turecko) a Milan KUBIATKO (703 Slovensko, garant, domácí)

Vydání

International Journal of Research in Teacher Education, 2014, 1308-951X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Turecko

Utajení

není předmětem státního či obchodního tajemství

Kód RIV

RIV/00216224:14410/14:00078127

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

pre-service biology teachers; knowledge structures; organic

Změněno: 6. 4. 2015 11:23, PaedDr. Milan Kubiatko, PhD.

Anotace

V originále

The purpose of this study is to investigate knowledge structures of pre-service biology teachers on the “organic” concept. The study included two different samples for the first and second stages of the study, respectively. In the first stage, the participants (n=108) completed a word association task and they produced 172 concepts. 22 of the concepts indicated in higher frequency than 10 were given to the second group participants (n=20). The second group participants selected and used 9 of 22 concepts to develop concept maps in which “organic” concept was placed on the center. In addition, they wrote their definitions of organic and gave examples for it. By focusing on the concept maps and their definitions; knowledge structures of the participants were determined based on types of the maps, main titles found in the maps, links represented as sentences, definitions and the examples. The findings showed that two different types of the maps were determined as branched and hierarchical, also five main titles (food, chemistry, biology, health and agriculture) were found. Moreover, their definitions and examples also provided similar titles (food, chemistry, biology, health, textile and agriculture) except for textile. The links between the concepts in the concept maps, definitions and examples regarding organic concept showed that pre-service biology teachers had compartmentalized knowledge structures regarding “organic” concept. In conclusion, on associations between different concepts regarding “organic” concept, problems in terms of coherency were also determined.

Citovat

KOKSAL, Serdar, Esra FIRAT a Milan KUBIATKO. How are knowledge structures of pre-service biology teachers on “Organic” concept? International Journal of Research in Teacher Education. 2014, roč. 5, č. 2, s. 1-10. ISSN 1308-951X.

@article{1215464,
   author = {Koksal, Serdar and Firat, Esra and Kubiatko, Milan},
   article_number = {2},
   keywords = {pre-service biology teachers; knowledge structures; organic},
   language = {eng},
   issn = {1308-951X},
   journal = {International Journal of Research in Teacher Education},
   title = {How are knowledge structures of pre-service biology teachers on “Organic” concept?},
   volume = {5},
   year = {2014}
}

TY  - JOUR
ID  - 1215464
AU  - Koksal, Serdar - Firat, Esra - Kubiatko, Milan
PY  - 2014
TI  - How are knowledge structures of pre-service biology teachers on “Organic” concept?
JF  - International Journal of Research in Teacher Education
VL  - 5
IS  - 2
SP  - 1-10
EP  - 1-10
SN  - 1308951X
KW  - pre-service biology teachers
KW  - knowledge structures
KW  - organic
N2  - The purpose of this study is to investigate knowledge structures of pre-service biology teachers on the “organic” concept. The study included two different samples for the first and second stages of the study, respectively. In the first stage, the participants (n=108) completed a word association task and they produced 172 concepts. 22 of the concepts indicated in higher frequency than 10 were given to the second group participants (n=20). The second group participants selected and used 9 of 22 concepts to develop concept maps in which “organic” concept was placed on the center. In addition, they wrote their definitions of organic and gave examples for it. By focusing on the concept maps and their definitions; knowledge structures of the participants were determined based on types of the maps, main titles found in the maps, links represented as sentences, definitions and the examples. The findings showed that two different types of the maps were determined as branched and hierarchical, also five main titles (food, chemistry, biology, health and agriculture) were found. Moreover, their definitions and examples also provided similar titles (food, chemistry, biology, health, textile and agriculture) except for textile. The links between the concepts in the concept maps, definitions and examples regarding organic concept showed that pre-service biology teachers had compartmentalized knowledge structures regarding “organic” concept. In conclusion, on associations between different concepts regarding “organic” concept, problems in terms of coherency were also determined.
ER  -

KOKSAL, Serdar, Esra FIRAT a Milan KUBIATKO. How are knowledge structures of pre-service biology teachers on “Organic” concept? \textit{International Journal of Research in Teacher Education}. 2014, roč.~5, č.~2, s.~1-10. ISSN~1308-951X.

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